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CMALT cMOOC

We’re running the #CMALTcMOOC again starting 24 September – so it’ll be great to have you on board – please encourage your colleagues who may benefit from becoming part of the community and the journey to signup at https://cmaltcmooc.wordpress.com/contact/

The CMALT cMOOC aims to mentor and support applications for CMALT accreditation. CMALT is the Certified Member of the Association of Learning Technologies (available to either ALT or ASCILITE members https://www.alt.ac.uk/certified-membership) and recognises experience and expertise in the use of technologies for learning. This is available to academic and allied staff who are interested in or have successfully integrated the use of learning technologies in the course(s) they teach. We have developed the CMALT cMOOC (https://cmaltcmooc.wordpress.com) as a 7-week online support programme/network, and the next iteration of this starts on September 24 – signup at https://cmaltcmooc.wordpress.com/contact/

We have also developed the SoTEL NZ Research Cluster as a support network…

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Bob German's Vantage Point

A few months ago a group of SharePoint MVPs gathered to film a new kind of reality TV show and remake a company’s Intranet. You may have seen it – SharePoint Swoop!

This is a story from behind the scenes,in which I got to make their work reusable with SharePoint Site Designs and Scripts. It was quite a thrill to be involved, even though I wasn’t there in person! I’ll start with the story, then dig into the details of Site Designs and Scripts.

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Bob German's Vantage Point

This article is the sequel to Swooping into SharePoint Site Designs, in which I related my experience working behind the scenes on the world’s first SharePoint reality show! This time I’ll explain the code so you can build similar solutions if you so desire.

The sample shows how to build a site design and script for a simple department site, as created in the SharePoint Swoop video. A team of experts worked to redesign an Intranet site in just three days. This site design was developed behind the scenes to provide a template for all the company’s department sites.

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This follow-up study aims to investigate if Paramedic clinical simulation promotes stress and at what level is it helpful or harmful. Further investigation by way of qualitative feedback may well hold the answer to the experience of Paramedic clinical simulation and if the experience was harmful of provided benefit within a learning context.

Below follows a summary of key points discussed to date between all project partners (Paramedicine & CfLAT, AUT; Embodied Group, Chile) on the use of biometric feedback in Paramedic VR education (#MESH360 project). The key points represent a reflection on what we have learnt from the first prototype data collection event (August 2017), and considerations in preparation for the second biofeedback data collection event in late July 2018.

 

Methodology enhancement

  • Define baseline levels of stress (pre simulation biofeedback measurement / questionnaire)
  • Define baseline levels of GSR
  • Add sound stimulus (beep, crying person, etc.)
  • Record VR experience (first person point of view)
  • Ask participants if they recall external stimuli (multisensorial recall training)
  • Measure how the job simulation emotionally affects the student
  • Remplace pedal with a handheld unit (e.g. including gyroscope?). Note pedal will be replaced over time by algorithm (under development)
  • Replace GSR and Heart Rate units with a glove, to be able to measure biometric data during work with mannequin

 

Participant ID

  • Determine level of qualification / expertise / clinical background
  • Determine previous states potentially affecting biometric measurement, e.g. recent consumption of coffee, medicine or other similar products pre-simulation
  • Use Control participants (non-paramedicine related students / experts as control)
  • Cortisol measurement through saliva samples (good stress indicator – 30 min adjustments), to complement stress level measurements. Check for available kits

 

Pre-VR experience

  • Determine the level of stress/anxiety before the VR simulation. This is very important in entering a simulation process

 

VR experience

  • Increase duration of VR experience to homogenise the experience across participants (needed for comparison purposes). Ideal: Sequence of 2-3 VR scenarios, e.g. ambulance + scene 1 + scene 2
  • Make experience as immersive as possible (technology dependent). Level of VR technology used influences the experience
  • Adding multisensorial elements, e.g. sounds (ambulance, machinery, etc), smell, etc.

 

Potential pathways for research

  • Pre-simulation investigation (biometric baseline)
  • Simulation assessment
    • Check number of pedal (if used) hits and see if there are any patterns across demographic groups (eg novice vs expert). Important to consider level of stress before starting, during, and after the experience
  • Post-simulation assessment and debrief
  • Explore if wearing current version of embodied unit during simulation with mannequin is possible
  • Investigation of the cognitive influence of teamwork, e.g. measurement of crew mate during mannequin work
  • Amount of ‘appropriate’ Stress level for paramedicine students. Every student responds differently to stress (e.g. some act better under stress):
    • Look into how different lecturers deal with highly stressed students
    • Look into how students respond after 2-3 days of high stress scenarios
    • Start literature review on this topic (Stephen)
  • Investigation of external stimuli, e.g. sound, smell
  • Longitudinal study to follow the student journey over a 5-yr period determining evolution of stress levels across journey
  • Emotional triggers: how students connect with particular medical events that are familiar to them, e.g family members with similar experiences

 

 

Data Collection #2 (July 2018)

Methodological plan for upcoming event

  1. Participants to respond entry survey
  2. Participants will be presented with a 4 minutes long ‘Ambulance Ride’ VR experience, which will be divided as follows:
    1. Presentation of ‘calm’ scenario, e.g. nature scene, to smoothly introduce participants to the VR experience (15 seconds)
    2. Transition to static 360 Panorama of the back of the ambulance (45 seconds) to gain baseline data
    3. Transition to 360 video of the back of the ambulance including ambient sound (1 minute)
    4. Presentation of Job Description by Radio Call first, then by text box providing more details, followed by a Job update increasing complexity of job (radio first, then text box).
  3. Following the VR experience, the participants will move to do simulation work with the mannequin. Stressing ambient sound to be included
  4. Final debrief survey